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tv   [untitled]    January 29, 2014 8:00am-8:31am PST

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have a powerpoint.
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>> good evening everyone. this is to present to you about the new state test that is coming out this year. this is the new test in the state assess many system. it's called the smart balance assessment consortium. usually called the s back. this is the field test for this assessment. so the field test is really a test of the test where the publisher is testing the items to finalize the test. the advantages are that we'll have the experience and the schools will have the experience of the test and
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will get practice. disadvantages, there will be no results that will be in occurred from this test -- incurred from this test. our presentation tonight is around five areas. one is the smart balance assessment, who, what and when we'll take this field test. the content and format of the test and how is it aligned to an informative assessment and the plan for the implementation and lastly communication and feedback. in the smarter balance field test at 12 state selected high schools within our district. what will they take? from
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grade 3-8 there are test types. the one test type is the selected response and short answer type. the second test type is the performance test. we will look more at samples as we continue our presentation so you can see the samples. as of now it's just the time. so the selected response and short answer for grades 3-8 will be in both subjects. there will be around 20-25 items and you have approximately 90 minutes to do the test. this is again grades 3-8. there will also be a performance assessment and this is the state is going to assign at random. you get it only in one of the content areas, either in ela or math.
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that will be 2 hours. the 2 hours actually enrolls. the grade 11 is the same two test types but in one subject area. the elementary schools is april 7th-may 16. and for the middle school and high schools there is a larger window from march 18th-may 16. almost 2 months. next we go to the content of the test. >> so the smarter balance assess ments do represent a broader shift in california with the nation along with
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sfusd. the assessment is with the common core standards and they have many more differences from the star program. the computer chooses evidence model. all test items and questions fall under the broad statement about what students should know and be able to do and those are called claims. so, each subject area has four broad claims. i won't read through all that language there, but the thing that is very nice about these broad statements is they all start with students can. they are really describing what students can do. when we look at the item types, we'll see how the item types are able to add to a context of what students are able to do. especially mathematics and algebra functions and geometry now we are getting reported on concepts, procedures, communicating and modeling
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and data analysis and really a broad change, not only in the assessment themselves but the way they are reporting and parents and schools can think about the information. >> in the format that item types that we mentioned to you and as we go through format, we'll be showing you some examples of feedback that we have received from schools, from students, from teachers and from administrators as to what they are feeling as they are taking the test. right now even the picture up there is the students at middle school taking a smarter balance practice test. so the first kind of format is the selected response. i want you to note that's different from multiple choice. in multiple choice there used to be the method of elimination
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so you find the right answer. if i were to make the same question, a multiple choice question, it would be which one of the statements is equivalent to 236 as opposed to 24 y. it is dominating if it's equivalent to 36 x plus 24 y and mark yes or no. so you are considering each statement which is eliminating and choosing. similarly for english language arts they read a section and what is the precise meaning. this asks you to go back to the context of the sentence and then explain within that context what would be the best description or meaning of the
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statement. so again, these are some of the selected response items. the first smarter types of the balance test. this is what a six grader would have to say about it and what a high school ela would say about it. i will let you read some of those. >> the next item type we want to talk about is what smarter balance is calling technology at enhance. this allows us to take advantage of the technology as a whole for students to demonstrate their understanding incompletely different ways than just the
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technological item types. this is a math example and students are presented with a question and they have to identify for now for each equation whether it has no solution, one solution or infinitely solutions. when a student would have answered, they would have been blank and they check off the boxes and they have to answer that question. they are interacting in a more physical way. some of the other ways that they may have to do technology enhanced, here is a language art for grade 4. sure -- sure what the student can see and they may have already read the passage and now they are going to ask a new question about it. they are going to read a portion of the text and using
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the mouse, using their occurs occurser, they are going to highlight what they think is the answer to that question. then here is what again 6 graders answer in general and when asked did they think it was difficult to work with, they didn't think so. it seemed fairly natural to them, dragging, dropping, doing highlighting and those types of thing. definitely high school administrator has definitely likes the way it get to the high order of thinking, but expressing concerns about infrastructure and maybe the fidelity to being able to make these things happen and the equity that might be involved with
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that. >> so again, along the same lines you will see there are changes that both administrators and teachers while taking the test did notice. you can move on to the next item to respond to something in that item and you could flag it, but that is new from as we were used to in the paper pencil test where we could move on. also this dragging, highlights, these are nuance that will be new and practice is required before students to get to these items. the third kind is the item response items. these are the short answer type responses. and as you can see that within these examples, they would need to be
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instruction in the curriculum in order for us to be able to answer these. so more explanation clarification, finding, evidence, just to find your choice or finding the evidence for your choice, explaining your answer. those are things that the constructed response does tap upon both in math and in ela. in ela, the others it does ask you to find it will ask you for details within the test requiring closer reading of the text and those are some instructions and shifts in strategies happening in our schools. and this is comments from a 6th grader as well as a
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middle school english teacher who says though the journey is treacherous, our students have greater potential to retain more than was previously thought to be achievable. very nicely said. >> okay, then the final item type and as you noticed when we were describing the amount of time is that each student will have to complete a performance task that may take up to 2 hours to complete in its totality. we want to look at the pieces. this would be that shift in instructions that are going to be required to complete this and to prepare our students for college and career. so, the first sample we have here is a mathematics grade 11. the performance test actually that is part that is outside of the computer lab and so teachers set the stage
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with the classroom activity, they are setting the context, but they begin the process of the student thought and brainstorming about the problem and so the teachers who are administering the portion will be presented in a scripted fashion and we are working with school sites to determine what is going to be the best setting for these introductory lessons might be administered as the school starts to schedule their testing. then, the students would go to the computer lab and then they are going to be presented with the data that they need to begin thinking about and collecting that they are going to be using as their evidences and at the very bottom of this task you are analyzing their speeding and finding for new york and massachusetts and use the data to propose a fair system for new york. it clearly states what they need
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to do there. then they'll have a portion. the timing is unclear. they will have a time where they are answering questions and in this case seven questions and short answer and might be completing data, tables, graphs. finally they will have a culminating question. in this case it's a math one. they are going to synthesize the data presented and in this case they have to state whether they agree with the claim, the nda claim that the proposed model is fair for the current system and they have to explain their reasoning and back up their claim. we see that the problem gets scaffolded for them, but in the end they are faced with a fairly complex task that they
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have to provide their solution for. and then this is a great fore task and the same breakdown, 20 minutes of classroom, 35 minutes for short answer and they are going to write an essay in this case. then we have the specific questions they have to ask there. finally clearly spelled out their assignment. here a 6th grader talked about showing that evidence and it's clear in the math and language arts that it's part of it and high school english teacher feels these are skills they want to instill in their students and they feel fairly excited about the changes that are
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happening. >> then we have from the administration as of now that the biggest hurdle that they want to know about is technology and do we even have the capacity to do these computer adaptive test. with regards to that we are going to move to the next slide and matt will present to us that technology. >> good evening commissioners, my name is matt kenzey. the chief technology officer at the school district and i'm going to give a brief overview about the state of our technology and whether or not we are going to be ready. so most school districts are very concerned about their connectivity. when they throw as many students on the network are we going to be able to handle it? we are not. many of the school
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districts provide that for their students and that's where we are behind. however, we are working really hard to see where we stand for the field test and we are going to use whatever is available now and some minor supplement from the central budget to make sure every school has an opportunity to participate in the field test and we are still studying exactly where the schools are. that's a very tight window and simultaneously we are developing a model to fund the technology and putting together a plan for how many devices we need at the schools and where they are going to be and this is going to be a much involved plan as we get that out. i feel more comfortable about 14-15 and beyond. 13-14, we think at this point we are going to get every school for some field test. it starts in
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2 months. it's going to be a tight work load to get that to happen. for the budget, we are actually not looking too bad at this point. so the state issued a one time common core instead funding to us about $10.5 million over the two 2 years and i propose what this would cost and found out yesterday it looks like it was funded for next year. so we are at least good for next year and we'll pull some of the money this year to address the field test. i'm feeling pretty comfortable that we are going to be able to meet the needs of technology but it's going to be very fast work on part of our staff. >> so, we wanted to get into the communication. october 2nd is when governor brown stiend legislation that defined the
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extent of the field testing this year. and then on october 7th the superintendant communicated a fact sheet with all school staff and administrators. our office followed up with a memo approximately a month later with more details about the testing. superintendant did send another memo for the schools committee in mid-december and we followed up with additional resources but definitely recognize that memos and communication aren't enough and based on feedback and what we are hearing from the sites and stake holders as we prepare additional documentation. we have an faq for parents on the website and important information for the families about the shifts and the language arts and math and tips for families and staffs
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report cards that have changed to reflect the shifts as well. all the documents that you see are translated into chinese and spanish as well on the district web pages. as well as internally, we tuesday district share point side to communicate with the district staff and teachers and administrators. we have the content blueprints and more details on what is on the test and handling the item types and presentation for staff either for administrators to use or we've been going to sites and presenting. one of the biggest thing we've been talking about and what brings all these points home is the practice test. we actually recommend the members of the board try
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out this practice test themselves and anyone who is listening tonight, it's very worthwhile. we saw the comments from the teachers and students and administrators. certainly we have some practice test do's and don'ts. it's not a score, it's not a curriculum, but it helps you look at the content and look at the accessibility tools and just the environment as well. it really accomplishes those thing very well. i wanted to especially appraise the middle school jeanie and they had them all log onto the practice test. note the intensity which they are staring at the screens there. but also if you note, they all have paper and pencils in front of them.
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scratch paper is allowed and we want to make sure we account for it in terms of the space when we are presenting our testing schedules. they also gave them some reflection questions to work on. we were doing a variety of training sessions. we have our test score meetings. there is three per year per division. we presented at a number of school faculty meetings. we shared with all the uesf levels high school, middle school and elementary. we have been attending the schools administrator meetings as well. >> okay. at this point we'll take any questions from the audience or the commissioners?
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>> thank you for that presentation. any comments? yes. commissioner haney? >> thank you for the presentation and for all the preparation that you have done for this big shift for us. so it seems like a lot of this, well entirely this year is for us to learn from the process. so, in terms of the feedback that we are going to get from the folks who participate, what is that going to look like. is there a longer assessment process not just around the technology, but around the experience for students and the thoughts they have. is that something that's been considered as we assess. obviously the state is going to want to know a lot more than us. but what are we seeking to learn from ourselves in addition to whether the capabilities are in place? >> i think what we are seeking
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is primarily getting not only from a level of the content, but assessments will give meaning to the standards so you know we get more clearer as to what the standards are all about. even you will see in the item types, we will have to have a different classroom format so that which is more conducive to explaining your answer or having students talk things together. doing those shifts will be necessary. again, this is practice more than a check to align the common core and align to be assessed in the common core state standard. >> emily, thank you very much for that fascinating presentation. i would like to know more about the development of the assessment,
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the vendor, what other -- sites are using this product. >> this is a state mandated assessment. the state pays for it. the state chooses the window. we don't. >> commissioners, any other questions? yes? >> okay. i wanted to echo the 6th grader question on page 5, the 10th slide which is who is going to be grading the culmination for the explanation questions? >> depending on the type of questions it might be a 1 word answer, the computer will be able to do that. depending if they are a longer response, there will be some artificial intelligence but always against real people as well. so depending on the type of
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items but also anyone that's created by the computer by artificial intelligence will also be graded by people as well. >> so, 2 years from now when it's the real test, it will be all electronic, all on computers, is that correct? my question is will we have the capacity to do that, to have every student on a computer at the same time? >> so, yes, all the test will be on computers starting next school year. and we should have the capacity. it shouldn't be an issue. >> if i may just a clarifying question. >> commissioner wynns? >> it's not a capacity where every student will be taking
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it at the same time? >> that is correct. we do not have sufficient devices for students to take it at the same time. >> the assessment is not designed for every student to take it at the same time. we'll of course be interested and want to know how well we are doing, but there are many other school districts that think they are going to be way behind us. that where they are going to use the large testing window because their electronic capacity is very small compared to their student capacity. >> i was wondering what support the english language students will have because it's a big shift for a lot of students. >> that was my question. that is a good one.
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>> so i believe probably louis valentineo can answer that question. >> just to reiterate house does the s back accommodate for our english learners and i would extend that category to our students with disabilities. >> so certainly with the online testing, it does open up actually, it's now usability guidelines that the state is offering. so, there is a variety of things available, some for all students and then some just for students with iep's. that includes glossaries, english to spanish glossaries will be
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available, even at some levels there can be dictionaries available depending on the type of item and depending on what's being asked. so it will depend in part of the situation what is certainly there will be a variety of supports available for them. >> the supports are none digital and there is additional support provided for students. the technology will require that students be able to manipulate both a glossary or the additional support that has been available to them previously but now apply it with technology and for us it's about working with the teachers to ensure that we lend the support necessary to be able to help students work through that process. >> commissioner moffit's?

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